Norwood Morialta High School

Norwood Morialta High School

2020 annual report to the communityNorwood Morialta High School Number: 787

Partnership: Morialta

School principal: Mrs Jacqui Van Ruiten

Governing council chair: Mrs Sandra Mestros

Date of endorsement: 9 March 2021

Signature

Context and highlightsNorwood Morialta High School has a proud and enduring tradition of academic excellence and offers innovative, world class learning experiences and global connections. As a vibrant and inclusive school community we provide a strong foundation for success with our extensive curriculum offerings and commitment to internationalism, that develops engaged global citizens who can rise to the challenges of a fast-changing world. We champion the diversity that each student brings and value their unique skills, talents, interests and cultures.

2020 was a year like no other! From managing life in a pandemic to managing the complexities of a large building project and strategic work in preparation for our school's co-location onto one site, NMHS experienced many challenges and emerged stronger for it! During this time our primary focus was to minimise disruption and provide our students with reassurance and a sense of normality through positive connections and the continuity of learning. Staff ensued the qualities of innovation, adaptability and optimism to provide new and unique opportunities for students to engage fully in both their formal and informal learning. Staff and students alike embraced new technologies and virtual learning, online exams and competitions, zoom meetings instead of face-face interactions and vodcasts instead of assemblies; let alone managing the complexities of social distancing and the restrictions imposed by our new building project.

All in all our school community demonstrated patience and resilience to rise above these unique challenges and enjoyed many highlights, adding to the rich tapestry of our school life, including ....• Outstanding SACE achievement with 100% SACE completion• A modified rowing season and sporting programs where students competed strongly• Acknowledgement to formally seek authorisation as an IB World School (for the IBDP) in 2022, in recognition of ourstrategic preparation and extensive training program• Delivery of a new, virtual ISEC Connect program with offshore students to expand our school’s and state's internationalmarket, build teacher capacity and create opportunities for our local students to connect globally. This virtual learningexperience was extended to cultural and language lessons with our international sister-schools• The introduction of a new House Leadership system, Rainbow Warriors and Indigenous Student Support groups, alongwith regular lunch-time student activities• An additional $12m contribution to our Capital Works project to ensure the provision of State-of-the-Art facilities andcontinuation of our diverse learning programs for 1700 students on one campus.

NMHS is a progressive learning community offering specialist curriculum and support in the middle and senior years. With the upcoming co-location of two campuses onto the one site the school will continue to maintain distinct middle and senior schooling principles with designated buildings, including a purpose-built Middle School, renovations to senior school buildings and new specialist facilities.

In 2020 the NMHS council was an energetic team that reviewed policies and practices; explored canteen management options, and provided feedback in relation to future directions, financial oversight and facility challenges. The council continued its commitment to champion for additional resources to maintain the school's successful, contemporary learning programs, structures and values as it looks forward to welcoming an additional 1200 students and 80 staff onto the refurbished contemporary senior campus site.

The Council is proud of the students' successes in such a challenging year with our 2020 graduates achieving 100% SACE completion, which is testament to our students and the commitment of the NMHS staff who passionately teach our students.

NMHS proudly offers the International Baccalaureate Middle Years Program and in 2020 continued to engage in professional development and strengthening our understanding of the International Baccalaureate Diploma Program. Following a successful candidacy (virtual) visit the school is now preparing to seek authorisation as an IB World School.

In conclusion I wish to acknowledge the work of all the Governing Council members as well as our energetic student representatives and the school leadership team. With their support we strive to strengthen the school’s values of Diversity, Respect and Distinction.

Sandra Mestros2020 NMHS Governing Council Chairperson

Governing council report

2020 Annual Report to the Community1 | Norwood Morialta High School

In 2019 the Department for Education launched a renewed three-year approach to state-wide improvement with the aim of achieving a world-class education system in South Australia.

Norwood Morialta High School’s Improvement Plan and its Strategic Plan continues to be focused on improving student achievement. Whole-school improvement is recognised as each staff member’s core business and collective and individual contributions are documented on Learning Area Action Plans and staff performance development plans, which are aligned to these priorities. Collaboration and our commitment to both local and international accountability frameworks has been integral to our continuous improvement. Regular whole school professional development (Wellbeing for Learning, Differentiation, Internal and Collaborative moderation) has also been targeted to support staff confidence, knowledge and expertise in implementing these goals.

The 2019- 2021 improvement Plan was amended in late 2019 and is underpinned by the following two strategic goals for 2020:

1. Increasing individual student performance with differentiation practices

Our priority actions involved teachers co-designing high impact strategies to support differentiation and challenge for all learners. Teachers engaged in action research, demonstrating knowing the learner and documenting the impact of their targeted practice on 6 identified students and presenting evidence as part of the performance development process. This program was not expanded due to the urgent priority to prepare for virtual learning and unavailability of our tertiary partner.

Aligned to this work the school established the Middle Campus Working Party to review current practices and implement new strategies to promote personalised learning opportunities, student connectedness and an improved school culture. As a result a new supportive intervention model was developed (on the middle campus), known as The Space, that provided targeted support by skilled teachers for identified students, which increased student-efficacy, attendance and positive engagement.

We are continuing our commitment to growth for all in 2021 with a focus on quality high impact teaching strategies (such as feedback) and the expansion of targeted intervention strategies.

2. Improving student literacy outcomes in Writing

Year 8 and 9 English and Humanities teachers participated in the Brightpath Assessment Program that focused on explicit instruction for narrative and persuasive texts types and provided students with scaffolded feedback. Teachers were supported through professional development and internal moderation activities that increased teacher efficacy and promoted best practice. New strategies were implemented in late 2020.

To extend the literacy focus across the school, a new Literacy leadership position was created. The new leader established a ‘Moving Forward with Literacy’ team with members from all learning areas and developed a whole-school literacy improvement strategy based on data analysis, task reviews and staff feedback.

With the absence of 2020 NAPLAN data and inconclusive Brightpath data, the school could not measure its impact, however it is well-placed to experience improved Writing data in 2021 with our committed literacy team, the implementation of our new agreed strategy and continued involvement in the 2021 Brightpath program (measured against 2020 data).

Quality improvement planning

The school identified its 10 indigenous students and developed a case management model to monitor their individual progress, attendance and wellbeing. All ATSI students not meeting SEA were supported through targeted, differentiated teaching programs.

An ATSI group was established on the middle school, consisting of passionate indigenous learners, who were supported with a range of opportunities that promoted pride and a deeper understanding of identify and cultures. These students developed the confidence and leadership skills to lead the celebration of NAIDOC week across the school, which included the creation of an Indigenous art mural and a presentation to teachers about the importance of teaching indigenous cultures. The group worked with Tjimari Sanderson-Milera in a cultural workshop, where students created an NMHS Acknowledgement of Country video featuring ATSI students. This video is used during school events to recognise and show respect for Traditional Owners and the continuing connection of Aboriginal and Torres Strait Islander peoples to Country.

Improvement: Aboriginal learners


Performance SummaryNAPLAN ProficiencyThe Department for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.


*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Numeracy

NAPLAN progressThe data below represents the growth of students from 2017 to 2020 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 7-9 State (average)Upper progress group 35% 25%

Middle progress group 52% 50%

Lower progress group 14% 25%

NAPLAN progression Year 7-9 State (average)Upper progress group 24% 25%

Middle progress group 56% 50%

Lower progress group 20% 25%

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.


No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 9 2019 286 286 59 52 21% 18%

Year 9 2017-2019 Average 280.3 280.3 53.7 52.7 19% 19%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

*NOTE: No NAPLAN testing was conducted in 2020.

Data Source: Department for Education special extract from NAPLAN SA TAA data holdings, August 2020.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

NAPLAN upper two bands achievement


South Australian Certificate of Education - SACESACE Stage 2 Grades – Percentage of grades that are C- or above for attempted SACE subjects (SEA)

2017 2018 2019 202099% 99% 100% 100%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort Data excludes non-A to E and Withdrawn Not Graded subject results.

SACE Stage 2 grade distributionGrade 2017 2018 2019 2020

A+ 3% 4% 5% 5%A 9% 10% 12% 11%A- 16% 13% 16% 16%B+ 17% 17% 17% 15%B 17% 15% 18% 14%B- 15% 15% 12% 15%C+ 13% 12% 10% 12%C 8% 10% 6% 9%C- 2% 3% 3% 3%D+ 0% 1% 1% 1%D 0% 0% 0% 0%D- 0% 0% 0% 0%E+ 0% 0% 0% 0%E 0% 0% 0% 0%E- 0% 0% 0% 0%N 0% 0% 0% 0%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

SACE Completion - Percentage of completers out of those students who had the potential to complete their SACE in October that year

2017 2018 2019 2020100% 99% 100% 100%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort.

2017 2018 2019 2020Percentage of year 12 students attaining a year 12 certificate or equivalent VET qualification

100% 99% 100% 100%

Percentage of year 12 students undertaking vocational training or trade training

15% 21% 14% 20%


Over the past five years student achievement has demonstrated a strong trend of improvement and high achievement. Outcomes suggest our innovative PLT work has been effective in engaging students in the process of learning. In 2021 we will continue our focus on focus on high impact strategies to support gtowth for all with improved feedback at every level, clear learning intentions and increased opportunities for students to co-construct their learning with inquiry-based learning pedagogies. We will also engage in a new project to measure our student's global capabilities which is aligned to our guiding statements and our international accreditation.

SACE Achievement:For the seventh consecutive year the NMHS SACE results were outstanding and demonstrated a consistent improvement. Once again 100% of the 290 Stage 2 graduates achieved their South Australian Certificate of Education (SACE)! Similarly, 31 % of students achieved A grades years) and 44.6% B grades, including 478 A-grades, 68 A and 28 Merits across 15 subjects. This improvement was also reflected in the cohort’s Australian Tertiary Admission Rank (ATAR) with 18% achieving an ATAR above 90 and 37% achieving over 80.

Other SACE highlights worthy of note include:• 76% of grades were in the A and B bands• 8 students were placed in the top 2% nationally with an ATAR above 98• The median ATAR in 2019 was 73• William Bai was the 2020 NMHS Dux with an ATAR of 99.7• Yue Mann Leong was the state-wide International Dux with an ATAR of 99.3 (and 2 Merits).

The school acknowledges the commitment of the dedicated Year 12 teachers and SC Management Team, who relentlessly supported our graduates to optimise their success.

In 2020 our Stage 1 students achieved 99% Literacy completion (95.5% state) and 93.5% Numeracy (state 90.9) completion, along with 100% completion of the Personal Learning Plan in Year 10 (95% state).

Although these results are strong, this is a slight decline from 2019 yet still an improvement on other years. These continued impressive results are a testament to our SACE improvement strategies, including short data cycle reviews, strategic case management and task redesign.

NAPLAN:Please note that NAPLAN was not conducted in 2020, however our Year 8 and 9 students began the Brightpath Writing Assessment Program and middle school learners participated in the PAT R (Reading), PAT M (Mathematics) and PAT S (Science) testing.

We also acknowledge the ATAR and student achievement are not the only manner in which to measure our student’s success. We continue to remind students that their success in also measured in their character and that their active involvement in learning beyond the classroom is integral to their personal development.

School performance comment


The school's behaviour management data represents a very small proportion of students who act in a manner that requires a significant response. The number of suspensions and exclusions remains low, although this did increase slightly in 2020, as a consequence for repeated behaviours. Inappropriate behaviour is promptly addressed using a restorative process and intervention strategies including mentoring programs and case-management.

The combination of our Personal Learning Program (designed to strengthen student capacity and ethical decision making), the implementation of wellbeing approaches across our school and our focus on school values, respectful relationships and responsible actions is still having a positive effective, as reflected in the 2020 WEC survey data.

Behaviour support comment

Year level 2017 2018 2019 2020

Year 8 93.2% 94.0% 92.9% 91.3%

Year 9 92.4% 91.4% 91.8% 89.5%

Year 10 91.0% 93.1% 90.8% 89.4%

Year 11 93.1% 93.5% 92.8% 90.9%

Year 12 92.3% 93.7% 92.1% 91.4%

Secondary Other 96.1% 100.0% N/A 86.4%

Total 92.4% 93.2% 92.1% 90.5%

Attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.NOTE: A blank cell indicates there were no students enrolled.

Attendance commentIn 2020 90.% of students attended more than 80% of school days, which is a very slight decline to 2019, due to more students studying from home during the heightened period of the pandemic. Similarly the school experienced a slight increase in chronic non-attendance (11% from 9%) and a larger increase for habitual non-attenders (23% from16%), despite regular parent contact, strategic case management and referrals.

Data is monitored weekly by leaders who implement supportive intervention strategies for students to return and engage in school life. This was actively monitored during the online learning phase with wellbeing and learning support for identified students. Various initiatives with a focus on student wellbeing and school connectedness were implemented to promote engagement.


Relevant history screeningNMHS receives reminder notices for staff who have Working With Children (WWC) clearances about to expire. In addition, the school has a spread sheet which list staff, volunteers, Governing Council members, Coaches, contractors and host families who are required to have up-to-date WWC screenings. The on-line renewal process is commenced for individuals at least six months prior to the WWC expiration. New requests are also applied via the on-line process. The school pays volunteer costs.

All applications are monitored and checked. All processes meet required regulations.

Intended destination

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2020.

Leave Reason Number %Employment 8 2.0%Interstate/Overseas 86 21.0%Other 1 0.2%Seeking Employment 16 3.9%Tertiary/TAFE/Training 198 48.3%Transfer to Non-Govt School 32 7.8%Transfer to SA Govt School 21 5.1%Unknown 48 11.7%Unknown (TG - Not Found) 0 NA

Client opinion summaryNorwood Morialta High School has achieved Council of International Schools (CIS) accreditation and, as such, uses the annual CIS survey with parents and students. In 2020 the completion rate was too low to be considered valid, however the school continues to explore how to strengthen our work, quality teaching approaches and partnerships.

In general the community responses were positive and showed strong support for the school's practices and future directions.The survey again showed wide acceptance of the Vision and Mission amongst the school community with a high degree of confidence in the Principal and Governing Council’s capacity to ensure the school’s Vision and Mission and future directions are effectively implemented. Survey responses also showed a positive view of learning challenge for students and the opportunity to pursue social entrepreneurial interests. It was evident that emotional support is an area of concern to both students and parents.

Despite the significant co-curricular program offered by the school and the introduction of the new House system, a significant proportion of students continue to feel the school needs to provide further activities and programs that match student interests. The school continues to investigate areas of student interest and ways to respond virtually in 2020. (This was further supported in the 2020 Wellbeing Engagement and Collection data for students)

While the teaching staff are confident they differentiate for individual students and have developed engaging tasks, parents are concerned that their student’s individual ability is not consistently identified and supported and that the school does not engage sufficiently with home to support the student’s language development. Teaching staff continue to feel more support is required for groups of students with special needs, language learning needs, and for gifted students. While planning for the move to a new purpose built middle school, is underway, the aging middle school infrastructure, remains an area of strong concern for parents and students alike.

In 2020 only 55% of staff participated in the Department's Perspective Survey (including representation from SSOs and teachers from each campus). This suggested that the school more closely investigate: School climate (given the site's significant change agenda across two campuses), staff performance and development with mentors to support quality instruction) and support for students with increasingly complex needs. The school has established a team of teachers to further review this data and make formal recommendations.


All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 179Post Graduate Qualifications 99

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 0.0 100.4 0.0 29.5Persons 0 107 0 34

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Qualifications held by the teaching workforce and workforce composition

Funding Source AmountGrants: State $15,321,553Grants: Commonwealth $0Parent Contributions $1,143,596Fund Raising $15,642Other $1,630,826

Financial statement

Data Source: Education Department School Administration System (EDSAS).


2020 School Annual Report: Tier 2 Funding Report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved wellbeing and engagement Implementing mentoring programs and The Space, that enabled identified students with specific wellbeing, behavioural or learning needs to access skilled teachers and SSOs to undertake personalised programs.

Parent, teacher and student feedback has demonstrated significant support

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Funding was used to reduce EALD class sizes, thus providing additional access to specialist teacher and targeted support, and provide support for EALD students in the Research Project.

Improved levels for EAL learners and increased success in the Research Project.

Inclusive Education Support Program Funds were used to provide 0.4 teacher manager, classroom 1:1 targeted support and the employment of learning support mentors.

Positive achievement outcomes for students with documentation and transition.

Targeted funding for groups of students

Improved outcomes for - rural & isolated students- Aboriginal students- numeracy and literacy including earlyyears support

First language maintenance & developmentStudents taking alternative pathwaysIESP support

Funds were used to provide individual case management and intensive individual academic and well-being support.

Flexible Learning Funding supported 17students to access a case manager and to work in tailored off-site programs.

Creation of a new Literacy leadership position and introduction of The Space for intervention and personalised support of identified students.

Students mostly achieved satisfactory results and are on track for SACE completion.

Program funding for all students

Australian Curriculum Professional learning and internal moderation continued for teachers. Year 7-12 Curriculum renewal commenced.Collaborative Moderation work was undertaken with our EASC colleagues and IBMYP partners.

Strengthened understanding of intercultural perspectives and quality task design

Aboriginal languages programs Initiatives

Support groups to assist students in understanding and celebrating their indigenous background. Monitoring processes.

Strengthened pride & connections for students. Developed case-managed processes.

Better schools funding Supplementing resourcing for a Literacy support, Mentoring programs, PD and staffing of The Space and submission support room for personalised, targeted intervention.

Whole school literacy plan and strengthened intervention/engagement program.

Other discretionary funding

Specialist school reporting (as required)

Not applicable Not applicable

Improved outcomes for gifted students Supporting special interest programs, 10 EX and targeted excursions for identified gifted learners

Increased number of accelerated learners achieved merits. Interest in IBDP.

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

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Norwood Morialta High School